Theoritical Framework
theoritical framework
By : BARBARA L. MCCOMBS
The age is here of distance learning and new forms of e-learning. The rate at which a variety of institutions are entering the distance learning arena is increasing rapidly.
In spite of the increased popularity and presence of online learning opportunities, however, many researchers and practitioners are decrying the lack of a researchvalidated framework to guide their design. Other researchers and practitioners point out that what works in effective traditional learning environments may or may not work in online environments. These concerns are addressed in this article through a review of relevant research and the presentation of a learner-centered framework.
This framework is based on the American Psychological Association's (1997) research-validated Learner-Centered Psychological Principles, developed from over a century of research.
By : MARY M. CROSSAN
Although interest in organizational learning has grown dramatically in recent years, a general theory of organizational learning has remained elusive. We identify renewal of the overall enterprise as the underlying phenomenon of interest and organizational learning as a principal means to this end. With this perspective we develop a framework for the process of organizational learning, presenting organizational learning as four processes-intuiting, interpreting, integrating, and institutionalizing-linking the individual, group, and organizational levels.
Introduction
Efforts towards increasing the number of educated people should be prioritized in every society. The Czech educational system has undergone changes relating to the social development. New competences have been defined and reflected in the learning content, adequate teaching methods, organizational forms, ways of evaluation and new relations between elements participating in the educational process have been applied, curricula changed, the learner´s responsibility for his/her own education,
By : BARBARA L. MCCOMBS
The age is here of distance learning and new forms of e-learning. The rate at which a variety of institutions are entering the distance learning arena is increasing rapidly.
In spite of the increased popularity and presence of online learning opportunities, however, many researchers and practitioners are decrying the lack of a researchvalidated framework to guide their design. Other researchers and practitioners point out that what works in effective traditional learning environments may or may not work in online environments. These concerns are addressed in this article through a review of relevant research and the presentation of a learner-centered framework.
This framework is based on the American Psychological Association's (1997) research-validated Learner-Centered Psychological Principles, developed from over a century of research.
By : MARY M. CROSSAN
Although interest in organizational learning has grown dramatically in recent years, a general theory of organizational learning has remained elusive. We identify renewal of the overall enterprise as the underlying phenomenon of interest and organizational learning as a principal means to this end. With this perspective we develop a framework for the process of organizational learning, presenting organizational learning as four processes-intuiting, interpreting, integrating, and institutionalizing-linking the individual, group, and organizational levels.
Introduction
Efforts towards increasing the number of educated people should be prioritized in every society. The Czech educational system has undergone changes relating to the social development. New competences have been defined and reflected in the learning content, adequate teaching methods, organizational forms, ways of evaluation and new relations between elements participating in the educational process have been applied, curricula changed, the learner´s responsibility for his/her own education,